Stimulating creative thinking on autism students through teacher questions: 24 functions of questions Online publication date: Tue, 02-Mar-2021
by Astri Widyaruli Anggraeni; Suparno; Abdul Syukur Ibrahim; Martutik
International Journal of Learning and Change (IJLC), Vol. 13, No. 2, 2021
Abstract: The purpose of this study is to investigate how autism teacher questions affect classroom discourse. This research presents an analysis of various autism teacher questions and their function in learning to stimulate autism students with creative speech. This study identifies as many as 24 question functions played, namely asking for information, asking questions, knowing students' knowledge, opening conversations, relationships, greetings, clarification, praise, offer, request, confirmation, affirmation, apology, reprimand, astonishment, asking permission, asking for attention, suggestions, commands, invitations, prohibitions, ridicule, monological discourse, and threats. Closed questions dominate conversation. As a result, autism students can produce creative speech and are very good at remembering facts, but they need time lag when asked questions that require high thinking. Classes become interactive with good questions and responses from teachers and students with autism.
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